Abstract

To acknowledge the lasting and increasing influence of Halliday’s theory of systemic functional linguistics (SFL) on teacher education, this article outlines Critical SFL Praxis (CSFLP) in teacher education as an activist effort in research and practice. Informed by systemic functional linguistics, the critical approach seeks to push back against minoritization of multilingual youth in schools and communities. Profiling the socio-historical background of SFL-based pedagogy in teacher education in Australia, the authors of this article conducted interviews with four SFL scholars and teacher educators from Australia who were greatly influenced by Michael Halliday and his theory of social semiotics. After a brief definition of CSFLP, we present the findings of our qualitative analysis of the interview with the four Australian SFL scholars. These findings illustrate the historical tensions, challenges, and opportunities in enacting CSFLP and point toward key affordances of the theory for teachers and teacher education.

摘要

为了承认韩礼德的系统功能语言学 (SFL) 理论对教师教育的持久和日益增长的影响，本文将教师教育中的批判性 SFL 实践 (CSFLP) 概述为研究和实践中的积极努力。在系统功能语言学的指导下，批判性方法旨在反对学校和社区中多语种青年的少数化。本文作者对澳大利亚教师教育中基于 SFL 的教学法的社会历史背景进行了剖析，采访了来自澳大利亚的四位 SFL 学者和教师教育者，他们深受迈克尔·哈利迪 (Michael Halliday) 及其社会符号学理论的影响。在对 CSFLP 进行简要定义后，我们将介绍对四位澳大利亚 SFL 学者的访谈的定性分析结果。